Text Type: Fiction/Realistic
Page Count: 10
Word Count: 75

Book Summary
Lily irritated Jack by doing everything he did. He told Lily to go away. What will happen with Lily and Jack? Go Away, Lily provides an opportunity for students to retell the story and investigate simple cause-and-effect relationships. Illustrations support the text. High-frequency words and repetitive phrases make this book perfect for beginning readers.

About the Lesson

Targeted Reading Strategy

• Retell

Objectives

• Use the reading strategy of retelling to understand and remember story events
• Identify cause and effect
• Segment syllables
• Identify initial consonant Rr
• Identify and use exclamation point
• Understand how to alphabetize words

Materials

• Book -- Go Away, Lily (copy for each student)
• Chalkboard or dry erase board
• Cause and effect, initial consonant Rr, exclamation points worksheets
• Discussion cards

     Indicates an opportunity for students to mark in the book. (All activities may be demonstrated by projecting the book on interactive whiteboard or completed with paper and pencil if books are reused.)

Vocabulary

• High-frequency words: away, down, go, when
• Content words: ate, irritated, Jack, Lily, played, ran, read, sat, slept

Build Background

• Write the word upset on the whiteboard and point to the word as you read it aloud to students. Repeat the process and have students say the word aloud.
• Explain that the word upset means to bother someone. Discuss things or people that bother students. Make a list on the whiteboard.

Book Walk

Introduce the Book

• Show students the front and back covers of the book and read the title with them. Ask what they think they might read about in a book called Go Away, Lily. (Accept any answers that students can justify.)
• Show students the title page. Discuss the information on the page (title of book, author's name, illustrator's name).

Introduce the Reading Strategy: Retell

• Explain that good readers stop now and then during reading to retell in their mind what is happening in the story. Stopping to retell the events of the story helps readers remember and understand what they are reading.
• Explain that when people retell a story or event, they explain the details in order. Point out that people retell stories as part of their daily lives, such as sharing what happened at school or the events on a television show.
• Model retelling a familiar story in detail, such as Little Red Riding Hood.
  Think-aloud: In Little Red Riding Hood, Little Red finds out that her grandmother is not feeling well, so she decides to go visit her. First, she packs a basket full of food and begins her trip down the path through the woods. Next, she stops to pick some flowers for her grandmother. A wolf sees her and stops to talk with her. When Little Red says that she is on her way to visit her grandmother, the wolf leaves her to go to the grandmother's house. Then, the wolf swallows the grandmother and waits to swallow Little Red.
• Continue retelling in detail to the end of the story. Invite students to suggest information for the retelling of this story.
• Have students place sticky notes on pages 4, 6, 8, and 10. Explain that as they read, they should stop on these pages to think about what has happened so far in the story. Encourage students to retell in their mind what happens in the story as they read.
• As students read, encourage them to use other reading strategies in addition to the targeted strategy presented in this section. For tips on additional reading strategies, click here.

Introduce the Comprehension Skill: Cause and effect

• Explain to students that one way to understand information in a story is to think about what happened and why it happened. Point out that a cause is something that makes something else happen, and an effect is what happens because of the cause. Explain that asking the question Why did it happen? reveals the cause, and asking the question What happened? reveals the effect.
• Create a two-column chart on the board with the headings Cause and Effect. Model how to identify an effect and its cause.
  Think-aloud: One way to understand a story is to think about the events that happen and try to figure out the reason why they happened. This keeps me involved in the story and excited about what might happen next. For example, if a character in a story is crying, I read to find out the reasons why he or she is crying. The character might have fallen and hurt his or her leg. The effect, or what happened, would be crying, and the cause, or why the crying happened, would falling and hurting a leg.
• Write this cause-and-effect relationship on the board. Invite students to suggest other possible causes for the effect of the character crying (hurt feelings, being scared, and so on). Write these new cause-and-effect relationships on the board.

Introduce the Vocabulary

• While previewing the book, reinforce the vocabulary words students will encounter in the story. For example, while looking at the picture on page 3, you might say: It looks as though Lily upset Jack. He wants her to go away.
• Remind students to look at the pictures and the letters with which a word begins or ends to figure out a difficult word. For example, point to the word upset on page 3 and say: I am going to check the picture and think about what would make sense to figure out this word. The picture shows that Jack looks bothered by Lily and is pushing her away. When I look at the first part of the word, it starts like /u/. However, the word bothered starts with the /b/ sound, so this can't be the word. I know that when someone bothers me, I become upset. The word upset starts with the /u/ sound. I also hear the /t/ sound at the end of upset. The sentence makes sense with this word. The word must be upset.
• For additional tips on teaching high-frequency words and word-attack strategies, click here.

Set the Purpose

• Have students read to find out what happens to Lily and Jack. Remind them to stop reading at the end of each page with a sticky note to quickly retell in their mind the details of the story so far.

Student Reading

• Guide the reading: Give students their copy of the book. Have them read to the end of page 4 and then stop to think about what has happened so far in the story. Encourage students who finish before others to reread the text.
• Model retelling.
  Think-aloud: I stopped after a few pages to retell in my mind what I had read so far. I learned that Lily upset Jack. When Jack sat down, Lily sat down, too. Jack told Lily to go away, but she did not go away.
• Have students reread page 4. Tell them that the cause on this page is Jack sitting down. Explain that the effect will be what happens because he sat down. Ask for a volunteer to tell the effect of the cause (Lily sat down, too). Say: I will write Jack sat down under the Cause heading, and I will write Lily sat down under the Effect heading.
• Introduce the cause and effect worksheet. Have students write information they know so far about the cause-and-effect relationship discussed above.
• Check for understanding: Have students read to the end of page 8. Have them retell what they have read so far. Ask them to write on their worksheet what caused Jack to tell Lily to go away (she was doing what he was doing). Have students record any additional cause-and-effect information on their worksheet.
• Have students read the remainder of the book. As they read, remind them to retell what they have read so far and think about the cause-and-effect relationships to help them understand and remember the events of the story.

      Have students make a small question mark in their book beside any word they do not understand or cannot pronounce. These can be addressed in the discussion that follows.

• Ask students what words, if any, they marked in their book. Use this opportunity to model how they can read these words using decoding strategies and context clues.

Reflect on the Reading Strategy

• Retell in detail the events of the story after Jack and Lily ate.
  Think-aloud: Jack ran, and Lily ran, too. He told Lily to go away. Then Jack slept and so did Lily. Mom told Lily to stay with Jack.
• Have students retell the story from the beginning to a partner. Listen for whether they include the following: correct events in detail, events in order, main characters, problem, and solution.

Reflect on the Comprehension Skill

• Discussion: Discuss the effects and their causes that students wrote on their worksheet.
• Independent practice: Have students write any additional effects and causes on their worksheet. If time allows, discuss their answers.
• Enduring understanding: In the story, Lily does all the things that Jack does, and this upsets, or bothers, him. He tells Lily to go away, but she does not. Now that you know this information, why is it important to be kind to animals or people, even if they bother you?

Phonological Awareness: Segment syllables

• Say the word Lily. Tell students that you are going to count the syllables, or parts of the word. Repeat the word, clapping on each syllable. Tell students that there are two parts to the word because you clapped two times. Use clapping to demonstrate syllables for the following words: away, played, Lily.
• Ask students to say the word airplane and clap for each syllable they hear in the word.
• Check for understanding: Say the following words, one at a time, and have students clap the syllables: blanket, sandwich, juice.

Phonics: Initial consonant Rr

• Write the word read on the board and say it aloud with students.
• Have students say the /r/ sound aloud. Then run your finger under the letters in the word as students say the word aloud. Ask students which letter stands for the /r/ sound in the word read.
• Check for understanding: Write the following words that have the /r/ sound on the board, leaving off the initial r: ran, rat, rip. Say each word, one at a time, and have volunteers come to the board and add the initial consonant r in each word. Have students practice blending the sounds together to say each word.
• Independent practice: Introduce, explain, and have students complete the initial consonant /r/ worksheet. If time allows, discuss their responses.

Grammar and Mechanics: Exclamation point

• Have students turn to page 4. Read the first sentence aloud. Then read the second sentence aloud. Ask students to tell which sentence you read with more excitement.
• Point out the exclamation point in the second sentence. Explain to students that an exclamation point, or exclamation mark, tells readers to read the words in the sentence with surprise or excitement. Point out that exclamation points are not used in all sentences.
• Have students read aloud with excitement the second sentence on page 5. Discuss why this sentence might be read with excitement (Jack is mad at Lily and really wants her to go away).
• Check for understanding: Ask students to locate the other sentences in the book that use an exclamation point. Have them read the sentences with excitement to a partner.
• Independent practice: Introduce, explain, and have students complete the exclamation points worksheet. If time allows, discuss their responses.

Word Work: Alphabetical order

• Explain to students that words are sometimes placed in a list by alphabetical order. Words are placed in alphabetical order by first looking at the beginning letter of each word and then deciding which letter comes first in the alphabet.
• Write the words Jack and Lily on the board. Underline the first letter in each word. Ask students which letter comes first in the alphabet, j or l. Explain that the word Jack would come first in an alphabetical list.
• Write the words go and away on the board. Have students identify the initial letter in each word (g and a).
• Ask students to identify which letter comes first in the alphabet (a). Explain that the word away would come first in an alphabetical list.
• Check for understanding: Write the following words on the board: read, ate, sat, played, Lily, down. Have students write the words in alphabetical order on a separate piece of paper. When they have finished, discuss their answers.

Independent Reading

• Allow students to read their book independently. Additionally, partners can take turns reading parts of the book to each other.

Home Connection

• Give students their book to take home to read with parents, caregivers, siblings, or friends. Have students retell the story to someone at home. Remind them to focus on cause-and-effect relationships in the retelling.

Realistic Fiction Writing Connection
Have students draw a picture of something they like to do and a friend or animal doing the same thing. Have them write sentences to tell about the picture.

Social Studies Connection
Discuss feelings with students (sad, happy, mad, excited, scared). Make a list of the types of feelings people can have. Discuss the reasons people might have these feelings and how one situation may elicit different feelings for different people.

Skill Review
Discussion cards covering comprehension skills and strategies not explicitly taught with the book are provided as an extension activity. The following is a list of some ways these cards can be used with students:

• Use as discussion starters for literature circles.
• Have students choose one or more card and write a response, either as an essay or a journal entry.
• Distribute before reading the book and have students use one of the questions as a purpose for reading.
• Cut apart and use the cards as game cards with a board game.
• Conduct a class discussion as a review before the book quiz.